Intergroup peer assessment in problem-based learning tutorials for undergraduate Pharmacy students

Abstract

Objective. To develop, implement, and evaluate a process of intergroup peer assessment and feedback using problem-based learning (PBL) tutorials. Methods. A peer-assessment process was used in a PBL tutorial setting for an integrated pharmacy practice course in which small groups of students graded each others' PBL case presentations and provided feedback in conjunction with facilitator assessment. Assessment. Students' quantitative and qualitative perceptions of the peer assessment process were triangulated with facilitator feedback. Students became more engaged, confident, and motivated, and developed a range of self-directed, life-long learning skills. Students had mixed views regarding the fairness of the process and grade descriptors. Facilitators strongly supported the peer assessment process. Conclusions. Peer assessment is an appropriate method to assess PBL skills and is endorsed by students as appropriate and useful.